Faculty are reminded that UGA has a policy related to conducting work outside the University for pay. Please read and familiarize yourself with UGA’s conflicts of interest, conflicts of commitment, and outside activities policy.
Completed forms for consulting activities that fall under this policy should be submitted to the Office of Faculty and Staff Services.
Classes that are offered in modalities other than the approved public modality are not allowed. Specifically, the way that a course is coded is how the tuition and fees are coded in students’ billing. Therefore, if the instructor taught the class online when the course was designated as in-person, then students were overcharged fees for that course.
The registrar also noted that students would have been misled by the institution and that is contrary to the Southern Association of Colleges and Schools Commission on Colleges’ principle of operating with integrity.
A team of faculty members from the College of Pharmacy, Mary Frances Early College of Education, College of Veterinary Medicine, and School of Medicine have been working on the development of a Master of Health Professions Education (MHPE) program. The team has recommended working toward this goal by building a concentration and potentially certificate programs that anchor to the online M.Ed. in Learning, Leadership, and Organization Development.
At this point, we are collecting feedback from health professions faculty to better understand what would be valued most in a program like this. MHPE programs are commonly associated with schools of medicine like Johns Hopkins University and University of Illinois-Chicago. We believe this program could serve not only the growth of health professions faculty at UGA, but also be of interest to health professionals across our region of the U.S.
Please take a moment to share your feedback via the survey by Friday, May 15.
If you have questions, feel free to contact Henriette Lundgren or Aliki Nicolaides. We have all served on the team working toward the development of this program.
The Research Project (R01) is the National Institutes of Health’s most commonly used grant program for independent research projects. The R01 supports a discrete, specified, circumscribed project to be performed by the named investigator(s) in an area representing their specific interest and competencies. Parent announcements (for unsolicited or investigator-initiated applications) can be reviewed for more information.
Please view the full application guide for complete details on the program and proposal preparation, and complete the project submission form if you are interested in pursuing this opportunity.
The SEC Faculty Travel Program was established in 2012 and aims to foster relationships that stimulate collaboration between SEC member universities relative to exchanging ideas, developing grant proposals, presenting lectures, conducting research, and delivering performances. In support of the SEC Faculty Travel Program, the SEC provides up to $10,000 in travel awards to each SEC university to assist participating faculty.
Faculty members can only submit applications on their own behalf, as these funds cannot cover teams, groups, or staff working with the faculty member. Travel funds may not be used for non-travel-related expenses. The program is intended to lessen the financial burden associated with travel, lodging, and meals; funds awarded may not necessarily cover all of the trip’s travel costs.
UGA typically divides this $10,000 grant among 4-10 recipients. The budget limit per applicant is $2,500. To be considered for a portion of this grant, please submit an internal application according to the required internal submission instructions.
This interactive session, hosted by the Center for Multilingual-learner Education, Research, and Innovative Teaching, offers the opportunity to explore and practice research-based principles and techniques for collaborative, conversation-based instruction to:
This practical, hands-on, one-day workshop hosted by the Center for Multilingual-learner Education, Research, and Innovative Teaching introduces educators to the language “functions” embedded in disciplinary content standards.
The interactive session moves beyond vocabulary lists and offers educators the opportunity to identify what key language uses (e.g. inform, narrate, explain, argue) are embedded in the content standards and what associated language functions and features the standards ask students to master to demonstrate their conceptual understanding of content.
What was a challenge in early childhood for Gabriela Sanchez has become a lifelong passion.
Growing up, the UGA senior had trouble talking and being understood. Luckily, she found the help she needed and is ready to make it come full circle.
“I had speech therapy when I was really young, so I know how important it is,” said Sanchez, who studies American Sign Language and Spanish. “Now, it’s fascinating learning about language and teaching it because it’s something I feel that we take for granted. We do it every day. It seems subconscious, but language is much more than just words. It’s understanding people themselves.”
It’s not easy to overcome those barriers, Sanchez said. Now, drawing on her studies and an upcoming degree in communication sciences and disorders, she can help those who feel like the challenges are insurmountable.
Edward Delgado-Romero, associate dean for faculty and staff services and professor, was awarded the Berman-Gard Excellence in Service Award from the Georgia Psychological Association. The Berman-Gard award was established by Betsy Gard in honor of her late husband, Barry Berman. The award is given to a Georgia psychologist who has distinguished themselves by lending their expertise to a non-profit organization—either directly (e.g. psychotherapy) or indirectly (e.g. consultation or leadership). The services must be provided without compensation.
“This awards recognizes the nine years of La Clinica and the hard work of the many student volunteers who made a free linguistically and culturally competent psychological center to benefit the Spanish-speaking community,” Delgado-Romero said.
Jongchan Park, alongside AI4STEM Education Center colleagues Xin Xia, Nejla Yuruk, and Xiaoming Zhai, received the 2026 Innovative Research Award from the National Association for Research in Science Teaching’s Research in Artificial Intelligence-Involved Science Education (RAISE) research interest group.
The award recognizes their paper, “A Framework for Designing Science and Engineering Practice Activities for AI-Involved Learning Environments.” The paper argues that existing science and engineering practice activities (SEPAs), while valuable in non-AI classrooms, are not necessarily compatible with AI-involved learning environments. Because existing SEPAs were not designed to generate timely, machine-interpretable evidence of student thinking, AI affordances such as real-time interpretation of student work, adaptive feedback, and teacher–AI coordination may remain underused without intentional redesign.
To guide this redesign, the paper proposes a framework comprising three key dimensions: interactivity, multimodality, and compatibility. Interactivity focuses on how students, teachers, AI agents, and learning activities respond to one another as instruction unfolds. Multimodality focuses on how students’ ideas can be expressed and interpreted through multiple forms of representation. Compatibility emphasizes that redesigned SEPAs should remain coherent with teachers’ curricula, students’ learning needs, and classroom realities, rather than disrupting existing teaching and learning practices.
This recognition highlights the AI4STEM Education Center’s work in designing AI-involved science learning environments that extend, rather than replace, meaningful classroom practice.